Uniting the Formal and Informal Curriculum in a Behavioral and Social Science Int

在美国，行为、社会和心理因素，如患者的饮食、文化、支持系统、以前的生活经历和情绪反应，是导致一半以上的疾病和死亡的原因，包括癌症、心脏病、慢性阻塞性肺病和II型糖尿病。了解这些疾病的复杂因素对临床实践和医生教育具有重要意义。医生必须了解健康和疾病的行为和社会科学（BSS）基础，并能够有效地将这些知识应用于临床互动。bss知情的临床实践需要提高技能和方法，以病人护理，促进强大的人际交往和愈合的关系。印第安纳大学医学院（usm）和密苏里大学医学院（MUSOM）提议合作，改变他们教育未来医生的方式，以便更好地准备医科学生在病人护理中有效地吸收和应用健康和疾病的行为和社会基础知识。基于BSS教育基础设施和每个机构已经到位的以患者/关系为中心的护理方法，学校打算创建和传播一个创新的三层计划。他们将通过学习经验来加强学生的BSS课程，旨在开发以患者/关系为中心的医疗保健方法，从而促进BSS知识在临床互动中的有效应用。这门课程将包括增加学生对与健康有关的行为和社会因素的观察和思考。它还将为学生提供机会，加强他们识别和体现符合bss知情护理的行为的能力。该课程将与临床环境（非正式课程）可能对培养学生对影响患者健康的一系列因素的兴趣产生的公认的负面影响形成对比。为了扩大学生教育，将创造和实施一系列教师发展机会，以确保两所学校的教师有能力建模，促进学生的BSS反思和发展，并提供指导。第三层是专门针对BSS患者护理方面的机构审查和质量改进计划，将汇集尚未综合考虑的关键数据点。拟议项目的总体目标是在usm和MUSOM创造一种制度环境和文化，积极利用社会和行为科学的理论和实践来发展学生，医生和机构的能力，以改善bss对患者的护理。

DESCRIPTION (provided by applicant): Uniting the Formal and Informal Curriculum in a Behavioral and Social Science Integrated Curriculum (BASSIC) II In the United States behavioral, social and psychological factors, such as a patient's diet, culture, support systems, prior life experiences and emotional responses, contribute to more than half of all causes of disease and death, including cancer, heart disease, chronic obstructive pulmonary disease, and type II diabetes. Knowledge of these complex contributors to disease has important implications for clinical practice and physician education. Physicians must understand the behavioral and social scientific (BSS) foundations of health and illness and be able to effectively apply this knowledge in clinical interactions. BSS-informed clinical practice requires both enhanced skills and approaches to patient care that foster strong interpersonal interactions and healing relationships. Indiana University School of Medicine (IUSM) and the University of Missouri School of Medicine (MUSOM) propose to work in partnership to change the way they educate future physicians in order to better prepare medical students to effectively incorporate and apply knowledge of the behavioral and social foundations of health and illness in patient care. Building on the BSS educational infrastructures and patient/relationship-centered approaches to care already in place at each institution, the Schools intend to create and disseminate an innovative three tiered program. They will enhance their students' BSS curriculum with learning experiences designed to enable the development of a patient/relationship-centered approach to health care that facilitates the effective application of BSS knowledge in clinical interactions. This curriculum will include increased student observation and reflection on behavioral and social factors related to health. It will also provide opportunities for students to strengthen their abilities to identify and embody behaviors consistent with BSS-informed care. The curriculum will serve as a counterpoint to the well-recognized negative impact that the clinical environment (informal curriculum) can have on the development of student interest in the range of factors that impact patient health. To enable this expanded student education a range of faculty development opportunities will be created and implemented to ensure the faculty at both institutions have the capacity to model, facilitate student BSS reflections and development, and mentor. The third tier, a program for institutional review and quality improvement specific to BSS aspects of patient care, will bring together key data points that have not yet been considered in aggregate. The overall goal of the proposed project is to create an institutional environment and culture at IUSM and MUSOM that actively uses theory and practices from the social and behavior sciences to develop student, physician and institutional capacity for improved BSS-informed patient care.